Curriculum innovation through artificial intelligence and its influence on pupils’ independent learning in Azerbaijan
The integration of Artificial Intelligence (AI) is a transformative global trend in education, promising to reshape pedagogical methods and learning outcomes. This study investigates the impact of AI-based curriculum innovations on the development of independent learning skills among secondary school students (grades 9–11) within Azerbaijan's evolving educational landscape. The primary objective was to examine the mechanisms through which AI integration influences student autonomy, considering the mediating role of curriculum innovation and the moderating effect of teacher competency. A cross-sectional, quantitative research design was employed. Data were collected from a sample of 1,250 students and 250 teachers across various urban secondary schools in Azerbaijan. Standardized surveys were administered to assess four key constructs: the level of AI integration in the classroom, perceptions of curriculum innovation, students' self-reported autonomous learning abilities, and teachers' AI literacy. The collected data were analyzed using correlation analysis, hierarchical regression, and the PROCESS macro for mediation and moderation analysis. The analysis revealed a strong, positive, and statistically significant association between AI integration and perceived curriculum innovation ( β = .55, p < .001). In turn, perceived curriculum innovation was a significant predictor of students' independent learning skills ( β = .51, p < .001). 0.26)], suggesting that AI's influence on student autonomy is substantially channelled through curriculum redesign. Furthermore, moderation analysis indicated that teachers' AI literacy significantly strengthened the positive effect of AI integration on curriculum innovation, highlighting the critical role of educator competence in this process. he findings suggest that the strategic adoption of AI can be a powerful catalyst for fostering independent learning among secondary students. However, the effectiveness of this integration is contingent not merely on technological deployment but on a concomitant, thoughtful redesign of the curriculum and substantial investment in teacher training. This study underscores the necessity for a comprehensive policy framework in Azerbaijan that synergizes technological investment with robust professional development for educators to cultivate a new generation of independent, lifelong learners.